LB 


IC-NRLF 


PREPARING 

TO  READ 


LIBRARY 

OF   THE 

UNIVERSITY  OF  CALIFORNIA. 

Deceived  j^^      fj    1893-  189 

Occasions  No.  -MQi  ?    .  Class  No.     3  iff  S  £_y 


PREPARING   TO    READ; 

OR, 

THE  BEGINNING  OF  SCHOOL  LIFE. 


BY 


MARY    A.    SPEAR, 


PRINCIPAL    OF    THE    MODEL    SCHOOL,    STATE    NORMAL    SCHOOL, 
WEST   CHESTER,    PA. 


WITH     OVER     THREE    HUNDRED    DRAWINGS 

BY 

D.   R.   AUGSBURG. 


BOSTON    AND    CHICAGO: 

NEW    ENGLAND    PUBLISHING    COMPANY. 

1891. 


COPYRIGHT,  1891,  BY 
NEW  ENGLAND  PUBLISHING  COMPANY. 


TYPOGRAPHY  BY  J.  8.  CUSHING  &  Co.,  BOSTON,  U.S.A. 
PRESSWORK  BY  BERWICK  &  SMITH,  BOSTON,  U.S.A. 


PREFACE. 


IF  we  would  make  a  success  of  anything,  we  must  have  a 
good  foundation  upon  which  to  build,  even  though  the  task 
of  making  this  basis  is  slow  and  laborious.  No  satisfactory 
superstructure  can  rest  upon  a  defective  base. 

Many  who  are  just  beginning  to  teach  a  primary  school 
fail  to  understand  the  nature  or  the  amount  of  preparatory 
work  which  is  necessary  before  a  child  is  able  to  read  from 
a  book  with  ease  and  with  a  natural  expression.  It  is  my 
purpose  to  offer  such  suggestions  and  to  present  such  details 
as  will  assist  the  inexperienced. 

The  exercises  given  are  but  suggestive  of  many  others  of 
a  similar  nature.  Slowly  but  steadily  must  the  pupil  be  led 
on  from  the  known  and  familiar  to  that  which  is  unknown 
and  strange. 

The  blackboard  is  essential  in  preparatory  work,  since  it 
affords  the  teacher  a  means  for  presenting  written  forms  until 
they  are  well  known.  It  is  a  help  in  gaining  the  attention 
of  the  child,  who  is  interested  in  seeing  form  given  to  his 
oral  expression. 


111 


iv  PREFACE. 

Script  is  used  before  print,  because  it  is  more  easily  and 
rapidly  made  by  the  teacher.  For  the  child,  who  is  to  copy 
sentences  from  the  beginning,  writing  will  be  of  more  practical 
value  than  printing.  Script  is  learned  as  easily  as  print,  and 
when  learned  the  t  child  can  change  to  the  printed  form  without 
difficulty. 

Teachers  must  bear  in  mind  that  during  the  first  year  of 
a  child's  school  life  he  should  not  be  forced  to  learn  a  great 
number  of  words,  and  that  new  words  should  not  be  presented 
before  those  which  have  already  been  given  are  well  known. 
Short  sentences  are  to  be  used  at  first.  Longer  sentences  are 
to  be  gradually  introduced  and  intermingled  with  the  short 
ones.  After  every  lesson  the  child  should  copy  one  or  more 
of  the  sentences,  and  then  read  his  transcript. 

The  use  of  outline  drawings  not  only  gives  variety  but 
holds  the  attention,  and  at  the  same  time  prepares  the  pupil 
to  receive  that  wider  and  more  universal  means  of  expression 
which  is  so  rapidly  spreading  through  all  departments  of  school 

work. 

MAEY   A.    SPEAR. 

WEST  CHESTER,  PA. 


TABLE  OF  CONTENTS. 


PAGE 


I.     PREPARATION  AT  HOME     . 

.        .        .         .         1 

II.     PREPARATION  AT  SCHOOL: 

1. 

LANGUAGE  EXERCISES      . 

4 

2. 

WORDS      

5 

3. 

THE  FIRST  LESSON  .... 

6 

4. 

IMITATION  EXERCISES 

.         .         .         .         7 

5. 

DRAWINGS  AND  WORDS  . 

..      12 

6. 

THE  WORD  NOT     .... 

...      13 

7. 

NEW  PHRASES          .... 

.        .      15 

8. 

I  HAVE    .         

.        .        .15 

9. 

THE  WORD  AND     .... 

.       18 

10. 

OTHER  DEVICES        .... 

.       19 

11. 

PRONOUNS  AND  PROPER  NAMES 

.      21 

12. 

ADJECTIVES       ..... 

.      22 

13. 

VERBS       ...... 

.        .        .        '       23 

14. 

PREPOSITIONS  

.       26 

15. 

DISSIMILAR  SENTENCES   . 

.       27 

16. 

REVIEWS  OR  SIGHT-READING  . 

.      29 

17. 

THE  TEACHER'S  THOUGHT 

.       31 

18. 

THE  FIRST  READING 

.         ...       35 

19. 

SILENT  READING      .... 

.        .         .         .36 

20. 

SUPPLEMENTAL  READING 

.        .        .38 

21. 

SUMMARY          .         .         .         . 

39 

vi  CONTENTS. 

PAGE 

III.     FBOM   SCRIPT   TO   PBINT     .  41 


DBA  WING : 

How  TO  DRAW 46 

How  TO  PREPARE   .         .         . 48 

ILLUSTRATIONS 48 


INDEX   TO   DRAWINGS. 


THINGS    SEEN    AT    HOME. 

PLATE  I.  —  1.  Eake:  teeth,  head,  handle,  brace.  —  2.  Hoe:  handle,  blade. — 
3.  Fork:  handle,  tines. — 4.  Shovel:  handle,  blade.  —  5.  Axe:  handle, 
helve.  —  6.  Pick:  handle,  pick,  points. — 7.  Hammer:  handle,  head. — 
8.  Mallet :  handle,  maul.  —  9.  Square.  — 10.  Hatchet :  handle,  head, 
blade,  edge.  — 11.  Trowel :  handle,  blade.  — 12.  Plane :  stock,  sole,  heel, 
toe,  wedge,  iron,  handle. — 13.  Pinchers:  jaws,  handles.  — 14.  Level: 
block,  air-bubble. — 15.  Awl:  handle,  needle.  — 16.  Saw:  teeth,  blade. 
—  17.  Oil  can.  —  18.  Nail  :  head,  blade,  point.  —  19.  Tack  :  head, 
blade,  point.  —  20.  Screw  :  thread,  head,  slot.  —  21.  Spike:  head,  blade. — 
22.  Bolt:  thread,  head,  nut.  — 23.  Wrench:  handle,  claws.  — 24.  Clamp: 
vice,  screw,  head.  —  25.  Wheelbarrow :  wheel,  handles,  legs,  braces, 
floor,  back.  —  26.  Barrel :  head,  staves,  hoops.  —  27.  Ladder :  supports, 
rungs. 

PLATE  II.  — 28.  Shears:  blades,  handles,  rivet.  — 29.  Thimble.  — 30.  Comb: 
back,  teeth.  —  31.  Brush  :  handle,  back,  bristles.  —  32.  Fan :  handle, 
ribs,  leaf.  —  33.  Razor  :  handle,  blade,  rivet.  —  34.  Electric  light :  wire, 
globe,  thumb-screw.  —  35.  Lantern :  lamp,  globe,  burner.  —  36.  Candle  : 
plate,  holder,  candle,  flame.  —  37.  Lamp :  globe,  chimney,  bowl,  wick, 
handle.  —  38.  Gas  :  screw,  arm,  burner,  flame.  —  39.  Corn-popper  : 
handle,  pan.  —  40.  Eolling-pin  :  roller,  handles.  —  41.  Stove  :  pipe, 
griddles,  door,  legs,  hearth,  oven.  —  42.  Broom :  handle,  brush.  — 
43.  Mop:  handle,  mop. — 44.  Duster:  handle,  duster.  —  45.  Sprinkler: 
pot,  handle,  bail,  spout,  sprinkler. 

vii 


viii  INDEX    TO  DRAWINGS. 

PLATE  III.  —  46.  Cup:    bowl,   bottom,  handle. — 47.    Mug:    bowl,  bottom, 
handle.  —  48.  Scoop  :  handle,  scoop.  —  49.  Funnel :  ring,  bowl,  tube.  — 
50.  Goblet :  bowl,  standard,  stem.  —  51.  Vase  :  bottom,  neckr  mouth.  — 
52.  Jug :    body,    neck,    mouth.  —  53.    Bottle :    mouth,    neck,    body.  — 
54.  Jar :    body,  neck,  mouth.  —  55.    Can  :    can,  mouth.  —  56.    Basket : 
bottom,  basket,  handle.  —  57.  Pail :  pail,  bail,  handle,  ears.  —  58.  Tub  : 
staves,    bottom,    hoops,    handles.  —  59.    Kettle  :     bowl,    rim,    bail.  — 
60.  Pitcher  :    bowl,  handle.  —  61.  Bowl :    bowl,  bottom.  —  62.  Dipper  : 
dipper,  handle.  —  63.    Chair :    back,   round,  seat,   legs.  —  64.    Rocker  : 
seat,  back,  legs,  rounds,  rockers.  —  65.    Table :    stand,  feet,   table.  — 
66.  Stool :  seat,  legs,  rounds. 

PLATE  IV.  —  67.  Ball :  cover,  seam,  round,  thread,  stitch.  —  68.  Bat.  — 
69.  Racket :  handle,  bow,  gut,  frame.  —  70.  Arrow :  head,  shaft,  notch. 
71.  Bow :  string,  bow.  —  72.  Lance  :  handle,  barb.  —  73.  Spear :  handle, 
tines,  barb.  —  74.  Top  :  handle,  point,  top.  —  75.  Sinker :  eyes.  — 
76.  Cracker :  cracker,  fuse.  —  77.  Cartridge  :  shell,  powder,  bullet.  — 
78.  Dart :  shaft,  head,  point.  —  79.  Gun :  barrel,  stock,  trigger,  bore, 
muzzle,  breach,  lock.  —  80.  Revolver :  pistol,  barrel,  cylinder,  trigger.  — 
81.  Whip  :  stock,  lash,  cracker.  —  82.  Sword :  blade,  point,  edge,  guard. 
—  83.  Knife  :  handle,  blade,  spring.  —  84.  Bobs  or  Double-runner  : 
sleds,  seat,  handle.  —  85.  Horn  :  mouthpiece,  tube,  bell.  —  86.  Sled  : 
runner,  knees,  shoe-braces.  —  87.  Cart :  body,  wheel.  —  88.  Bicycle  : 
wheel,  saddle,  backbone,  spokes,  forks,  pedals,  bell.  —  89.  Safety  (same 
as  Bicycle). — 90.  Hoop. 

PLATE  V.  —  91.  Globe  :  axis,  standard.  —  92.  Flag :  red,  white,  blue, 
stripes,  stars.  —  93.  Drum  :  snare,  head,  rim,  sticks.  —  94.  Wagon : 
wheel,  box,  axle,  hub.  —  95.  Buggy :  dasher,  spoke,  tire,  seat,  spring.  — 
96.  Cutter  :  body,  runner,  fender,  seat,  standards,  braces.  —  97.  Sleigh  : 
body,  fender,  runner.  —  98.  Car :  door,  bumper,  trucks.  —  99.  Balloon  : 
basket,  frame,  net,  warp.  — 100.  Locomotive :  engine,  cab,  stack,  cylin- 
.der,  pilot,  dome,  bell,  trucks,  rods,  drivers,  whistle,  headlight,  tender, 
tank,  coal. 


INDEX    TO  DRAWINGS.  ix 

PLATE  VI.  —  101.  Door:  hinge,  latch.  —  102.  Window:  glass,  sash,  blind.— 
103.  Gate  :  post,  hinge,  latch,  way.  — 104.  House  :  door,  window,  chim- 
ney. —  105.  Barn  :  roof,  gable.  —  106.  Tent :  pavilion,  canvas,  poles, 
guy-ropes,  pins.  — 107.  Bars  :  posts.  —  108.  Fence  :  rails,  boards.  — 
109.  Wall :  course,  joints,  stone.  —  110.  Stump  :  top.  —  111.  Log :  log, 
ends.  —  112.  Scarecrow :  body,  legs,  arms,  hat.  —  113.  Stone :  rock, 
boulder.  —  114.  Shanty  :  hut,  cabin. 

PLATE  VII.  — 115.  Skiff  :  bow,  stern,  gunwale,  row-locks,  oars.  — 116.  Canoe: 
paddle.  —  117.  Punt  :  scow.  —  118.  Monitor :  turret,  gun,  deck.  — 
119.  Tug :  cabin,  pilot-house,  engine,  steamer,  smoke-stack.  —  120.  Cap- 
stan.—121.  Yacht:  sail,  mast,  hull,  boom,  reef.  —  122.  Trumpet: 
mouthpiece,  tube,  bell. —  123.  Rope  :  line,  strands,  hawser.  — 124.  Chain: 
links.  —  125.  Anchor  :  flukes,  shank,  arms,  stock.  —  126.  Link.  — 
127.  Oil-can. 

PLATE  VIII.  — 128.  Sun  :  horizon,  reflection,  rays,  water,  sky.  — 129.  Arch: 
keystone,  abutments,  span.  — 130.  Volcano:  mountain,  hill,  valley. — 
131.  Lake  :  island,  cape,  peninsula,  shore,  inlet,  outlet,  bay. 

THE    VEGETABLE    KINGDOM. 

PLATE  IX.  —  132.  Wheat :  beard,  kernel,  husk,  stock,  leaves.  —  133.  Oats  : 
stem,  beard,  kernels.  —  134.  Leaf :  blade,  edge,  base,  apex,  stem.  — 
135.  Grass  :  stem,  head.  —  136.  Corn  :  husk,  silk,  kernel,  cob,  stock.  — 
137.  Grape :  stem,  pulp,  seed,  skin,  bloom.  — 138.  Lemon.  — 139.  Pear  : 
core,  stem,  seeds,  skin.  — 140.  Banana  :  peel.  — 141.  Orange  :  stem.  — 
142.  Peach:  pulp,  skin,  stone. —  143.  Leaf  (Willow)  :  blade,  midrib. — 
144.  Plum :  stone. 

PLATE  X.  —  145.  Bean:  pod.  —  146.  Pea:  pod,  stem.  —  147.  Cucumber: 
stem.  — 148.  Cabbage  :  leaves,  head,  core.  — 149.  Gourd :  handle.  — 
150.  Onion:  stem,  roots,  body.  — 151.  Kadish :  body,  stem,  fibres. — 
15^  Squash  :  rind,  seeds,  stem.  —  153.  Pumpkin  :  stem,  fruit.  — 
154.  Potato  :  eyes,  peel.  —  155.  Tomato  :  stem,  fruit.  — 156.  Turnip  : 
stem,  root,  body.  —  157.  Beet :  body,  stem,  rootlets. 


X  INDEX    TO   DRAWINGS. 

PLATE  XI.  — 158.  Apple  tree  :  trunk,  foliage. — 159.  Apple  leaf :  stem,  mid- 
rib, veins,  blade,  edges. — 160.  Apple  :  seed,  core,  peel,  stem.  — 161.  Oak: 
trunk,  branch,  top,  body,  root.  — 162.  Acorn :  cap,  shuck,  meat,  kernel. 

—  163.   Oak  leaf  :    lobe.  —  164.   Maple  leaf   (same  as  Apple  leaf).  - 
165.  Elm  (same).  — 166.  Maple.  — 167.  Poplar. 

PLATE  XII.  —  168.    Rose  :    petals.  —  169.    Rosebud :    stem,  sepals,  bud.  — 
170.    Fuchsia :    stem,    sepals,    petals.  —  171.    Pansy  :    stem,  flower.  — 
172.    Morning-glory:  stem,  sepals,  trumpet.  —  173.  Calla. — 174.    Lily- 
of-the-valley. — 175.   Daisy. — 176.  Pea  blossom.  — 177.  Strawberry.— 
178.  Blackberry.  — 179.  Gooseberry.  —  180.  Cherry. 

THE    ANIMAL    KINGDOM. 

PLATE  XIII.  — 181.  Butterfly.  — 182.  Moth.  — 183.  Mosquito.  — 184.  Dragon- 
fly. _  185.    Fly.  —  186.    Bug.  —  187.    Moth.  —  188.    Bee.  —  189.    Bee- 
sting.  —  190.    Ant.  --  191.    Spider. --  192.    Worm.  —  193.    Web.- 
194.  Snail-shell. 

PLATE  XIV.  —  195.    Common  bird.  —  196.    Foot.  —  197.    Bird  of  prey.  - 
198.    Foot  :     claws.  —  199.    Swimming    bird.  —  200.    Foot  :    web.  - 
201.   Wading  bird. —202.  Leg:    foot.  — 203.  Wren.  — 204.    Humming- 
bird. —  205.    Bird   on   its   nest.  —  206.    Owl.  —  207.    Nest :    eggs.  - 
208.  Humming-bird  on  its  nest.  —  209.  Wading  bird :  crane.  —  210.  Duck : 
swimming  bird. 

PLATE  XV.  — 211.  Ducklet.  —  212.  Chick.  — 213.  Hen.  —  214.  Kingfisher. 
215.  Turkey  :  gobbler.  —  216.  Rooster  :  cock.  —  217.  Peacock.  - 
218.  Pigeon.— 219.  Mocking-bird.— 220.  Ostrich:  plumes.— 221.  Swan. 

—  222.  Snipe.  — 223.  Goose. 

PLATE   XVI.  —  224.    Dog.  —  225.    Fox.  —  226.    Cat.  —  227.    Squirrel.  - 
228.    Rat.  —  229.    Mouse.  —  230.    Rabbit :    ears.  —  231.    Goat :    beard, 
hoof.  —  232.    Bear  :    paws.  —  233.    Fawn  :    deer,   venison,   antler.  - 
234.    Pig:    hog,    snout,     pork,    lard.  —  235.    Hoof.  --  236.    Paw.  - 
237.  Lion. 


INDEX    TO  DRAWINGS.  xi 

ABOUT    PEOPLE. 

PLATE  XVII.  —  238.  Nose  :  nostrils,  wing-ridge.  —  239.  Eye  :  lid,  iris, 
pupil,  winkers.  — 240.  Mouth:  lips.  — 241.  Ear:  lobe.  — 242.  Chin  :  jaw. 
-243.  Lips.  — 244.  Mustache.  —  245.  Whiskers:  beard.— 246.  Spec- 
tacles :  eye-glasses.  —  247.  Pipe  :  stem,  bowl.  —  248.  Watch :  case,  ring, 
stem,  face.  —  249.  Cane.  —  250.  Umbrella  :  bow,  handle.  —  251.  Collar- 
button.  —  252.  Grip  :  satchel,  bag.  —  253.  Coat :  sleeve,  collar,  button. 
-254.  Mask.— 255.  Collar.— 256.  Scarf.— 257.  Ear-ring.  —  258.  Pin. 
-259.  Pen:  nib,  slit. —260.  Pving.  —  261.  Wallet:  clasp,  purse.  - 
262.  Diary. —263.  Cuff. 

PLATE  XVIII.  —  264.  Mitten.  —  265.  Eubber.  —  266.  Moccasin  :  buckskin. 

—  267.  Slipper  :   upper,  heel,  sole.  —  268.  Shoe  :   eyelets,  shoestring.  — 

269.    Button-hook.  —  270.  Skate:    clamp,  runner,  lever. —271.  Cap. — 

272.  Hat :  derby,  rim,  band,  buckle.  —  273.  Hat :   crown.  —  274.  Muff  : 

fur,  tassel.  —  275.  Whisk.  —  276.  Boot :  heel,  straps,  toe,  sole. 

ILLUSTRATIONS    EXPRESSING   ACTION. 

[Nearly  all  of  the  illustrations  may  be  made  to  express  action.] 

PLATE  XIX.  — 277.  Standing.— 278.  Walking.— 279.  Running.— 280.  Jump- 
ing.—281.  Skating.  —  282.  Sitting.  —  283.  Kneeling.  —  284.  Catching. 
285.  Diving.  —  286.  Swimming.  —  287.  Reading.  —  288.  Dancing.  — 
289.  Smiling.  —  290.  Frowning.  —  291.  Laughing.  —  292.  Crying.  — 
293.  Flying. —294.  Quacking.  —  295.  Singing.  —  296.  Sleeping. 


CHAPTER  I. 

PREPARATION  AT  HOME. 


THE  ability  to  read  a  printed  or  written  page  understandingly 
gives  the  power  to  interpret  the  thoughts  of  another,  and  excites 
the  mind  of  the  reader  to  produce  new  thoughts,  thus  giving  him 
an  extended  knowledge.  Reading  is  a  means  for  self-improve- 
ment and  self -culture.  Because  of  its  importance  it  is  one  of  the 
essentials  in  the  school  course  of  study ;  many  authorities  requir- 
ing the  work  to  be  commenced  as  soon  as  the  child  enters  upon 
school  life. 

What  is  known  of  reading,  or  what  preparation  for  learning 
to  read,  has  been  made  up  to  this  time  ? 

The  child  has  done  a  great  deal  of  preparatory  work  which  is 
indispensable.  His  senses  have  been  actively  employed,  and,  as 
a  natural  consequence,  he  has  had  thoughts  concerning  those 
things  which  he  has  seen  and  handled.  He  has  been  observing 
his  surroundings  and  has  gained  some  knowledge  of  them. 
Simultaneously  with  this  knowledge  came  that  which  led 
him  to  associate  certain  distinguishing  sounds  with  particular 
objects,  and  thus  he  learned  to  recognize  the  words  which  con- 
veyed notions  of  these  objects ;  that  is,  he  learned  their  names. 
He  also  learned  to  recognize  words  which  were  significant  of 

1 


2  PREPARATION  AT  HOME. 

qualities  and  actions,  as  well  as  others  necessary  for  the  complete 
expression  of  thoughts.  Not  only  did  he  have  an  understanding 
of  sounds  or  words  when  he  heard  them  uttered  by  others,  but 
after  repeated  trials  he  was  able  to  produce  some  of  them  him- 
self;  then  he  had  learned  to  talk.  By  his  own  sense,  activity, 
and  experiences  he  had  gained  ideas  pertaining  to  the  objects 
and  the  actions  about  him,  and  these  had  furnished  materials  for 
the  thoughts  to  which  he  was  inclined  to  give  verbal  expression. 

Undoubtedly  the  child's  only  motive  for  speech  was  to  make 
known  to  others  his  wants,  his  inclinations,  and  his  feelings.  To 
him  these  were  of  primary  importance,  and  words  were  used  only 
as  a  means  for  their  conveyance.  The  gaining  of  thoughts  and 
of  words  to  express  them  came  to  him  almost  unconsciously.  At 
the  beginning,  his  utterances  were  imperfect  and  incomplete,  but 
since  they  were  understood  by  the  people  with  whom  he  associ- 
ated, he  was  allowed  to  continue  the  use  of  faulty  language,  and 
many  of  his  errors  were  not  corrected;  consequently,  when  old 
enough  to  enter  the  primary  school,  he  has  this  defective  knowl- 
edge of  spoken  words  as  a  preparation  for  reading. 

Before  entering  school  most  children  have  learned  to  recog- 
nize symbols  of  ideas  through  the  sense  of  hearing  alone ;  but,  in 
order  to  be  able  to  read  or  to  understand  the  thoughts  expressed 
on  the  printed  or  written  page,  they  must  learn  to  recognize 
these  symbols  through  the  sense  of  sight,  so  that  the  forms  will 
readily  bring  to  mind  the  ideas  of  which  they  are  the  printed 
signs.  The  child's  knowledge  of  spoken  language  was  not 
acquired  by  learning  to  recognize  the  sound  of  one  word  and 
then  another  that  had  or  had  not  a  relation  to  it ;  he  did  not 


PREPARATION  AT  HOME.  3 

learn  a  certain  number  of  nouns  before  he  had  any  knowledge  of 
words  signifying  actions,  but  most  of  his  language  was  learned 
by  hearing  the  different  parts  of  speech  used  in  combinations  to 
express  thoughts.  When  he  had  need  of  a  word  to  convey  an 
idea  he  used  it,  not  singly,  but  in  connection  with  others,  or  in 
sentences  so  far  as  he  was  able  to  speak  a  succession  of  words. 
Instead  of  learning  a  great  number  of  separate  words,  and  then 
learning  how  to  properly  connect  them  with  one  another  in  order 
to  make  a  complete  statement,  he  attempted  to  express  the  sen- 
tence as  an  entirety.  When  he  enters  school  and  prepares  for 
reading,  it  is  not  necessary  to  learn  the  names  of  letters  before 
he  can  recognize  words  which  are  composed  of  those  letters, 
neither  is  it  indispensable  to  know  several  disconnected  words, 
before  he  can  read  sentences,  but  the  recognition  of  the  forms 
of  short  sentences  is  acquired  as  easily  as  the  recognition  of  their 
sounds.  Thought  may  be  gained  through  the  eye  as  readily  as 
through  the  ear. 

A  short  and  definite  statement  has  more  significance  than 
any  single  word  of  that  statement.  The  child  can  best  learn 
to  read  by  learning  to  recognize  sentences  before  he  is  taught, 
disconnected  words,  just  as  he  can  learn  a  word  more  easily  than 
he  can  learn  the  names  of  the  letters  in  that  word. 


CHAPTER  II. 
PREPARATION  AT  SCHOOL. 

SECTION   I. 
LANGUAGE    EXERCISES. 

Thinking  and  speaking  make  the  groundwork  for  writing 
and  reading. 

When  the  pupil  enters  upon  school  life,  having  already  had 
some  practice  in  thinking  and  speaking,  his  first  lessons  should 
be  language  exercises  so  that  he  may  continue  his  preparation 
for  the  reading  lessons.  He  should  be  encouraged  to  engage 
in  conversations  on  familiar  subjects,  and  about  objects  which 
he  is  allowed  to  see  and  to  handle.  These  conversations  prepare 
the  way  for  reading.  If  a  teacher  has  the  confidence  of  her 
pupils  and  does  not  restrain  them  in  speech,  except  to  correct 
their  faults ;  if  she  arouses  their  minds  so  that  thoughts  are 
awakened,  and  the  expressions  come  freely  and  spontaneously, 
they  will  acquire  a  habit  of  talking  easily  and  fluently  which 
will  help  them  to  read  readily  and  naturally. 

After  a  short  talk  some  of  the  sentences  given  by  the  pupils 
are  to  be  written  on  the  blackboard,  thus  presenting  to  the  class 
forms  as  well  as  sounds  of  known  words. 
4 


LANGUAGE  EXERCISES.  5 

During  the  first  two  years  in  school  an  oral  language  lesson 
should  make  the  basis  of  every  reading  lesson,  that  the  pupils  may 
be  afforded  many  opportunities  for  speaking  those  worlds  and 
word-combinations  which  they  are  to  read.  The  period  allowed 
for  this  language  exercise  is  the  proper  time  for  teaching  the 
new  words  which  the  child  must  be  adding  continuously  to  his 
vocabulary  as  he  gains  the  ideas  represented  by  them. 

In  the  first  years  of  a  child's  life,  or  before  he  has  learned 
to  read,  all  his  new  words  are  gained  by  hearing ;  at  a  later 
period  they  are  gained  by  reading  as  well  as  by  hearing. 

At  the  time  of  the  oral  language  lesson  attention  must  be 
given  to  enunciation  and  articulation,  both  of  which  are  essential 
elements  of  good  oral  reading  and  of  good  speaking.  By  imitat- 
ing his  teacher,  the  child  may  learn  to  pronounce  words  correctly 
and  with  distinctness.  His  faulty  pronunciation  must  be  cor- 
rected, not  only  at  the  time  of  the  language  exercise,  but  at  all 
other  times  whenever  a  mistake  is  made. 


SECTION   II. 

WORDS. 

If  a  teacher  is  required  to  use  any  specified  Primer  or  First 
Reader  for  her  class,  she  will  find  it  helpful  to  carefully  read  the 
first  twenty  or  twenty-five  pages  of  the  book,  and  to  make  a  list 
of  the  nouns  and  verbs  which  are  found  there ;  also  to  make  a 
note  of  the  sentence  beginnings  and  of  some  of  the  phrases  which 
occur  on  those  pages.  Selections  from  these  words  and  phrases 


6  PREPARATION  AT  SCHOOL. 

are  to  be  made  and  introduced  into  the  conversation  exercises. 
Here  the  pupils  are  given  frequent  occasions  for  their  use  until 
they  are  spoken  easily  and  naturally  when  needed  to  express 
thoughts ;  afterwards  they  are  to  be  used  in  the  script  exercises 
until  their  forms  are  readily  recognized.  By  following  this  plan 
the  pupils  have  a  good  knowledge  of  the  meaning  and  appearance 
of  words  which  will  occur  in  their  first  printed  lessons  ;  and  when 
they  begin  to  read  from  the  book  they  will  be  able  to  do  so  with 
confidence.  If  they  have  this  feeling  of  assurance,  their  reading 
is  an  easy  and  natural  expression.  Two  or  three  years'  practice 
in  reading  words  which  are  well  known  and  understood  does 
much  towards  forming  a  style  of  good  reading  that  clings  to  the 
pupil  ever  afterwards.  It  becomes  such  a  strong  habit,  that  he 
will  not  attempt  to  read  orally  until  he  understands  the  meaning 
of  a  sentence  and  is  able  to  pronounce  the  words  in  it. 

The  first  words  which  the  pupil  is  required  to  recognize  in 
script  or  print  should  always  be  those  which  he  is  accustomed  to 
use  in  speech  and  with  which  he  has  an  intimate  acquaintance. 
He  must  see  them  repeatedly  until  their  forms  are  learned. 
Learning  to  read  is  learning  to  recognize  words  used  in  con- 
versation. 


SECTION   III. 

THE   FIRST   LESSON. 

When  preparing  for  the  first  reading  lesson,  the  teacher 
determines  what  words  or  phrases  shall  be  used  orally  in  the 
exercise  which  is  to  immediately  precede  the  written  work ;  she 


IMITATION  EXERCISES.  7 

also  decides  what  sentence  she  will  write  upon  the  blackboard 
for  the  class  to  read.  This,  however,  will  lose  much  of  its 
efficiency  when  it  is  given  by  herself :  to  have  the  greatest 
power  and  vitality,  it  should  come  from  a  pupil  as  his  own 
thought  expression.  A  skillful  teacher  will  have  no  difficulty 
in  leading  one  of  the  members  of  the  class  to  give,  as  his  own, 
any  simple  statement  which  is  desired.  Having  made  the  selec- 
tion, the  conversation  may  be  so  directed  that  some  one  or  more 
of  the  class  will  use  the  sentence  naturally  in  answer  to  questions 
or  in  responsive  remarks. 

Some  of  the  first  lessons  will  be  imitations,  but  these  need  not 
continue  beyond  the  teaching  of  three  or  four  phrases.  As  soon 
as  the  child  begins  to  acquire  an  idea  of  complete  sentences, — 
which  he  does  by  careful  attention  during  the  lessons  in  oral  lan- 
guage, • — the  teacher  finds  it  easy  to  get,  by  questions  or  remarks, 
such  statements  as  she  wishes  to  write.  In  a  very  short  time 
the  verbal  lessons  which  precede  the  reading  are  no  longer  imita- 
tion exercises,  but  they  are  conversations  which  are  carried  on  by 
the  pupils  under  the  guidance  of  the  teacher,  who,  if  she  is  a  true 
artist,  conceals  all  her  efforts,  and  the  children  are  not  made  con- 
scious of  her  influence. 

SECTION   IV. 

IMITATION    EXERCISES. 

The  teacher  decides  that  the  phrase  to  be  written  on  the 
blackboard  shall  be,  "  This  is"  —  in  connection  with  the  name 
of  some  object,  —  "a  ring."  Near  at  hand  are  several  objects, 


8  PREPARATION  AT  SCHOOL. 

the  names  of  which  are  to  be  written  in  some  future  reading 
lessons,  but  only  one  of  them — "  ring  "  —  is  to  be  written  to-day. 

Taking  an  object,  she  says,  "This  is  a  box";  then  directs 
the  pupils  to  take  something  and  tell  what  it  is.  Children  are 
imitative,  and  when  Edith  takes  a  ring,  and  is  asked  to  tell  what 
she  has,  there  is  a  probability  that  she  will  say,  "  This  is  a  ring." 
Each  of  the  other  pupils  takes  something  and,  holding  it  so  that 
all  may  see,  makes  the  statement,  "  This  is  a  -  — ." 

The  time  has  now  come  when  the  children  are  to  see  lan- 
guage. They  are  to  learn  how  thought  can  be  communicated  by 
form  as  well  as  by  sound. 

The  first  sentences  which  they  see  are  their  own. 

The  teacher  says,  "  I  will  write  Edith's  story  on  the  black- 
board so  that  all  may  see  it."  She  writes,  — 


Edith  sees  her  thought  represented  in  script,  and  it  has  a  charm 
for  her  greater  than  it  would  possess  if  she  believed  it  was 
originated  by  the  teacher.  To  see  this  written  expression  excites 
an  interest  amongst  her  classmates  also,  and  its  form  makes 
a  stronger  impress  on  their  minds  than  any  writing  from  an 
unknown  author. 

Alice  has  a  top,  and  is  eager  to  have  her  sentence  written 
on  the  blackboard.  Others  also  hold  objects  and  give  statements 
which  they  desire  to  see.  No  young  author  has  a  greater  longing 
to  behold  his  first  efforts  as  they  appear  when  printed  than  these 
young  pupils  have  to  look  at  then:  sentences  written  upon  the 
blackboard. 


IMITATION  EXERCISES.  9 

The  teacher  wishes  to  gratify  her  little  pupils  and  to  write  a 
sentence  made  by  each ;  yet  she  remembers  that  she  must  not, 
in  one  lesson,  give  too  much  that  is  new  and  strange.  If  she 
crowds  many  word  forms  into  one  lesson,  there  will  be  a  confusion 
of  ideas,  and  no  good  results  will  be  obtained. 

If  the  class  numbers  ten  pupils,  and  the  phrase  "  This  is  "  is 
written  ten  times,  something  is  gained  thereby,  for  each  repeti- 
tion serves  to  deepen  the  impression  made  by  the  written  form ; 
also  the  association  of  the  spoken  words  with  the  script  repre- 
sentation is  made  stronger  and  the  phrase  will  be  better  known 
when  seen  again ;  but  to  complete  the  sentences  by  adding  the 
names  of  ten  different  objects  will  give  the  pupils  so  many 
strange  word  forms  that  they  will  become  perplexed  and  will 
not  be  able  to  gain  definite  ideas  of  any  one  of  them. 

To  have  each  pupil  hold  the  same  object  that  was  held  by 
Edith,  to  have  each  give  the  same  sentence,  and  to  have  this 
sentence  written  for  each  of  them,  or  to  have  the  same  sentence 
written  ten  times,  would  be  extremely  monotonous  for  both 
pupils  and  teacher.  Some  device  must  be  used  to  obviate  these 
difficulties  and  at  the  same  time  allow  the  needful  repetition  of  a 
few  words,  while  avoiding  the  presentation  of  a  great  many 
different  ones. 

In  the  early  lessons  preparatory  to  reading,  outline  drawings 
of  objects  may  be  employed  as  representatives  of  ideas.  They 
may  be  used  in  the  place  of  the  words  in  sentences.  It  is 
desirable  that  such  objects  shall  be  selected  for  representation 
as  can  be  produced  by  a  few  straight  or  curved  lines,  or  by 
making  only  two  or  three  strokes  with  the  crayon,  so  that  no 


10  PREPARATION  AT  SCHOOL. 

more  time  shall  be  taken  for  the  drawing  than  will  be  needed 
for  writing  the  word. 

In  the  lesson  which  has  been  described,  all  of  the  oral 
sentences  have  the  same  beginnings  as  Edith's,  but  each  is 
completed  differently.  The  objects  held  by  the  pupils  are  in 
sight  of  every  member  of  the  class,  and  the  statements  given 
make  distinct  impressions  on  every  one.  Each  sentence  has  its 
own  significance,  and  the  children  desire  to  see  it  expressed  as 
Edith's  has  been. 

Alice  gives  hers,  and  the  teacher  writes, — 

This  is  a 

She  then  says,  "  Instead  of  writing  another  word  I  will 
make  this," 


Now  Alice  may  read  her  sentence. 
This  is  a 


Alice  has  no  difficulty  in  reading  the  combination  of  picture 
and  words.  This  sentence  is  followed  by  others,  each  beginning 
with  words  and  ending  with  a  drawing,  and  the  ten  pupils  have 
been  made  happy  by  seeing  their  thought  expressions. 

At  the  close  of  the  lesson  the  blackboard  has  these  state- 
ments :  — 

This  is  a  ring0 
This  is  a 


1M1 TA  T10N  EXERCISES. 

This  is  a  (^ 
This  is  a 
This  is  a 
This  is  a 
This  is  a  n 
This  is  a 
This  is  a  V 


11 


This  is  a 


The  reading  of  these  concludes  the  exercise,  and,  for  seat- 
work,  the  children  are  required  to  copy  one  of  them,  all  others 
being  erased.  The  copies  may  be  illegible ;  but  if  there  has  been 
an  endeavor  to  imitate  the  script  forms,  there  must  have  been  a 
closer  and  more  careful  study  of  the  phrase  than  if  they  had 
been  required  only  to  read  it.  Repeated  attempts  to  copy  will 
strengthen  the  power  to  distinguish  form. 


12  PREPARATION  AT  SCHOOL. 

SECTION    V. 
DRAWINGS    AND   WORDS. 

No  attention  is  given  to  the  difference  between  expression  by 
drawing  and  expression  by  words ;  yet  we  find  the  pupils  reading 
the  pictures  as  they  read  the  words ;  a  simple  outline  suggesting 
the  object  just  as  the  word  brings  it  to  the  mind  of  a  more 
advanced  pupil. 

The  frequent  repetition  of  words,  which  is  necessary  when  a 
child  is  beginning  to  read,  sometimes  makes  teaching  a  trouble- 
some task  for  one  who  wishes  to  avoid  monotony.  An  exercise 
in  which  drawings  are  introduced  not  only  removes  this  annoy- 
ance without  presenting  so  many  new  words  as  to  confuse  the 
mind,  but  also  has  a  power  to  attract  the  attention  and  create  an 
interest  in  the  lesson.  It  gives  a  succession  of  different  sentences 
as  well  as  repeated  words.  When  drawings  are  used,  the  child 
begins  an  unconscious  analysis  of  the  sentence  as  soon  as  he 
sees  it  written,  but  this  will  not  prevent  the  recognition  of  the 
thought. 

In  sentences  like  the  ten  which  have  been  shown,  where  the 
same  phrase  is  used  in  each,  the  pupil  sees  the  similarity  existing 
between  the  words,  and  also  sees  the  different  terminations.  He 
is  able  to  notice  a  difference  in  terminations,  or  in  the  drawings 
of  familiar  objects,  much  more  readily  than  he  can  perceive  a 
difference  in  the  forms  of  unfamiliar  words ;  yet,  as  soon  as  he 
becomes  acquainted  with  the  words  by  their  frequent  repetitions, 
they  will  assume  more  definite  forms,  and  he  will  be  able  to 
make  discriminations  with  as  much  ease  as  he  now  distinguishes 
the  drawings. 


THE    WORD  NOT.  13 

From  time  to  time  a  picture  is  discontinued  and  the  word 
substituted  instead.  When  once  the  word  form  has  been  shown, 
it  must  be  used  henceforth  until  it  is  learned.  To  make  this 
change,  the  teacher  writes  the  sentence,  using  the  picture,  thus.  — 

This  is  a  AN 

This  is  read  by  some  member  of  the  class.  After  which,  the 
teacher  again  writes  the  sentence,  putting  the  word  underneath 
the  picture,  and  telling  the  class  that  the  sentences  are  the  same. 

This  is  a 

This  is  a  cherry. 

Or,  to  make  the  matter  more  difficult,  the  picture  is  erased  and 
the  word  is  written  in  its  place.  Whenever  this  is  done,  there  is 
no  drawing  to  suggest  the  idea.  The  first  device  prepares  the 
wav  for  the  second  and  makes  the  work  easier. 


SECTION    VI. 

THE    WORD   NOT. 

There  are  so  many  words  to  be  taught  which  are  not  names 
of  objects  and  cannot  be  pictured,  that  it  is  an  advantage  to 
represent  the  objects  by  drawings  until  pupils  have  gained  a 
knowledge  of  the  appearance  of  several  words  which  cannot  be 
outlined,  but  which  will  be  helpful  in  giving  variety  to  the  work. 


14  PREPARATION  AT  SCHOOL. 

The  word  not  is  easily  introduced  and  learned  at  an  early 
date.  A  device  may  be  used  that  will  aid  in  holding  the 
attention  to  this  word,  at  the  same  time  repeating  some  others 
which  are  being  taught.  Some  object  is  held  up  by  a  pupil, 
who  says,  "  This  is  a  cherry."  The  statement  is  written  on  the 
blackboard ;  then  the  teacher  takes  a  strawberry,  saying,  a  This 
is  not  a  cherry,"  and  writes  the  expression  underneath. 

This  is  a  cherry. 
This  is  not  a  cherry. 

A  pupil  is  asked  to  read  the  first  sentence ;  another  reads  the 
second.  Below  these  is  written,  — 

This  is  a 

Alice,  holding  a  knife,  gives  another  sentence,  which  is 
written,-  This  is  a  <£3> 

Taking  a  key,  the  teacher  says,  "  Tell  what  I  write."         m 

This  is  not  a  d3> 

This  is  a  Y 

"  I  will  write  about  something  else.     You  may  read." 
This  is  a  ring. 

"Frank  may  take  something  from  the  table  and  make  a 
sentence.  Tell  one 'that  has  this  word,"  —  pointing  to  not,  thus 
distinguishing  it  from  the  other  words.  If  he  makes  a  state- 


/  HAVE.  15 

ment  containing  some  word  which  he  has  not  yet  seen  in  script, 
or  one  which  the  teacher  does  not  wish  to  write  in  the  present 
exercise,  she  accepts  it,  if  correct,  and  then,  taking  the  object 
from  him,  says,  "  See  what  I  write  about  it." 

This  is  not  a  ring/ 

A  teacher  will  make  the  occasions  for  using  a  new  word  as 
frequent  as  possible  until  it  can  be  instantly  recognized. 


SECTION   VII. 

NEW   PHRASES. 

It  is  wearisome  to  use  one  phrase  a  long  time  before  intro- 
ducing another  which  may  be  used  in  the  same  lesson  with  it. 
When  two  phrases  are  used,  the  pupils  will  make  comparisons 
between  them  and  thus  gain  a  better  knowledge  of  the  form  of 
each,  and  gain  it  in  less  time  than  if  they  had  been  given  only 
one  phrase. 

SECTION   VIII. 
/  HAVE. 

I  have  is  readily  used  by  pupils  in  their  conversations,  and 
can  be  early  taught  in  the  script  lessons.  This  phrase,  together 
with  This  is,  the  other  known  words,  andAedra  win  gs  will 


16  PREPARATION  AT  SCHOOL. 

afford  sufficient  variety  to  make  the  lessons  interesting,  although 
each  word  is  written  many,  many  times. 

To  introduce  the  phrase  /  have,  the  teacher  gives  an  object 
to  each  member  of  the  class,  and  then  calls  upon  somebody  to 
tell  what  he  has. 

One  or  more  of  the  pupils  will  be  likely  to  give  the  desired 
expression  in  reply  to  the  question,  "What  have  you?"  If, 

however,  the  answer,  "  I  have  a  ,"  is  not  obtained,  it  is 

well  to  accept  whatever  response  may  be  given,  provided  it  is 
correct,  and  then  tell  the  pupils  that  they  are  to  ask  the  question 
of  the  teacher.  Each  one  makes  the  inquiry,  and  to  each  the 

answer  is  given,  "  I  have  a ."  The  answers  are  varied  by 

taking  a  different  object  for  every  reply. 

If  the  teacher  wishes  to  avoid  machine-like  work,  there  will 
be  a  diversity  of  tones  and  inflections  in  her  answers.  These 
variations  will  be  noticed,  and  will  so  influence  the  pupils  that 
they  will  more  quickly  perceive  these  elements  in  vocal  expres- 
sion whenever  they  hear  good  speaking  or  good  reading.  They 
will  feel  that  these  different  modulations  give  agreeableness  to 
speech.  They  do  not  yet  understand  the  uses  of  these  elements, 
neither  is  their  attention  called  to  them ;  but  in  an  exercise  of 
this  kind  an  idea  of  tones,  inflection,  or  emphasis  is  awakened,  — 
an  idea  which  may  be  more  fully  developed  in  the  future. 

After  the  children  have  heard  these  several  replies,  the  ques- 
tion is  again  asked,  "  What  have  you  ?  "  There  is  a  probability 
that  this  time  the  reply  will  be  the  one  desired ;  also,  that  some 
of  the  pupils  will  imitate  the  replies  which  they  have  heard,  and 
answer  with  similar  emphasis  and  inflections. 


/  HAVE.  17 

Frank  says,  "  I  have  a  pencil."  Others  make  statements 
that  are  written  on  the  blackboard.  Each  reads  his  own  expres- 
sion, at  the  same  time  holding  up  the  object  so  that  it  may  be 
seen  by  all  in  the  class. 

When  every  sentence  has  been  read  by  its  author,  the  objects 
are  exchanged.  Pointing  to  the  sentence, 

I  have  a 

the  teacher  says,  "  Whoever  can  make  this  sentence  true  may 
read." 

Ralph,  to  whom  Frank  has  given  the  pencil  in  exchange  for 
the  ring,  reads  it. 

"  Of  whom  is  this  sentence  true  ?  " 

I  have  a  ring. 

Frank  holds  up  the  ring  and  reads. 

To  have  yet  another  reading  of  these  sentences,  the  pupils 
stand  in  a  line,  and  each  passes  the  object  which  he  holds  to  his 
right-hand  neighbor.  This  having  been  done,  the  teacher  again 
points  to  some  statement,  and  the  one  who  can  make  it  true 
reads.  No  definite  order  is  followed  when  designating  the  sen- 
tences, but  selections  are  made  promiscuously  so  as  to  insure 
watchfulness. 

After  the  pupils  have  had  considerable  practice  in  seeing 
words  or  drawings,  and  associating  them  with  objects  which  are 
at  hand,  they  should  be  encouraged  to  recall  some  things  they 
have  at  home,  —  things  with  which  they  are  familiar,  but  which 
cannot  be  seen  at  the  time  of  the  reading  lesson.  Thus  they  will 


18  PREPARATION  AT  SCHOOL. 

begin  to  associate  the  word  or  drawing  with  some  remembered 
object.  When  making  statements  about  things  not  seen,  it  is 
better,  in  the  early  work,  for  the  child  to  see  his  sentence  written 
with  pictures  before  seeing  the  word,  and  then  make  the  sub- 
stitution in  the  manner  which  has  been  previously  shown.  The 
drawing  helps  him  till  he  has  some  knowledge  of  the  form  of 
the  word,  and  in  a  measure  takes  the  place  of  the  object. 

I  have  a  N  / 
I  have  a  cup. 
I  have  a 

I  have  a 
I  have  a 


SECTION   IX. 
THE    WORD    AND. 


The  word  and  can  be  employed  while  using  the  phrase  /  have. 
This  will  afford  a  favorable  opportunity  for  making  longer  sen- 
tences without  hindering  the  progress  of  the  child,  since  and  is 


OTHER   DEVICES.  19 

used  to  connect  only  such  forms  as  are  well  known.  It  is  desir- 
able to  have  pupils  become  accustomed  to  sentences  of  unequal 
lengths  as  soon  as  they  are  able  to  read  them.  The  sentences 
will  be  :  — 

I  have  a  cherry  and  a    M 

I  have  a  ring  and  a    W\ 

I  have  a  maple    spj/   and  a  chestnut 


SECTION  X. 

OTHER    DEVICES. 

Imitation  exercises  should  be  dissimilar  without  making 
them  of  a  rambling  nature.  Children  are  interested  in  new  and 
unexpected  acts  or  sayings  ;  and  when  a  teacher  can  introduce 
some  new  device  for  practising  a  phrase  or  a  word  which  has 
already  been  presented,  she  finds  a  new  interest  is  awakened, 
and  the  pupils  are  often  led  to  use  the  phrase  or  word  more 
understandingly  than  before. 

Here  is  another  device  which  can  be  used  for  repeating  the 
phrase  This  is.  There  are  several  objects  on  a  table,  and  the 
teacher  touches  one  of  them,  saying,  "  This  is  a  leaf.  Alice 
may  touch  something  and  tell  what  it  is.  Each  girl  in  the  class 


20  PREPARATION  AT  SCHOOL. 

may  do  the  same.  Each  boy  may  touch  something  on  the  table 
and  tell  what  it  is." 

Here  is  may  be  taught  in  a  similar  way. 

Devices  that  will  attract  so  as  to  interest  are  to  be  sought 
out  and  practised.  Here  is  one  that  can  be  used  when  teaching 
the  phrase  That  is.  Standing  at  a  little  distance  from  the  table, 
the  teacher  points  to  some  object,  and  says,  "  That  is  a  leaf. 
Each  one  in  the  class  may  point  to  something  and  tell  what  it  is. 
I  will  write  your  sentences  on  the  blackboard." 

The  same  device  is  employed  to  teach  There  is.  When  using 
this  phrase,  the  pupils  speak,  not  only  of  the  things  found  in  the 
school-room,  but  also  of  things  seen  outside.  Going  to  a  window, 
one  child  says,  "  There  is  a  robin."  Others  make  known  the 
things  which  they  see.  Their  statements  are  written,  and  on 
the  blackboard  appear  the  sentences  :  — 

There  is  a 
There  is  a 
There  is  a 

There  is  a    IP 

\ 
There  is  a  cherry,  etc. 


PRONOUNS  AND  PROPER  NAMES.  21 

SECTION   XI. 
PRONOUNS    AND    PROPER   NAMES. 

Having  learned  to  recognize  the  expression  /  have,  the  pupils 
easily  pass  to  a  different  form  of  the  verb  when  it  is  used  with 
other  pronouns.  Replying  to  the  question,  "  What  has  Alice  ?  " 
the  statement  is  made,  "  She  has  a  fan "  ;  or  the  question  is 
asked  concerning  some  boy  in  the  class,  so  that  the  answer  will 
require  the  use  of  the  pronoun  he. 

To  be  able  to  write  one's  name  is  one  of  the  earliest  require- 
ments made  of  the  child,  but  pupils  should  be  taught  to  read  and 
to  write  other  proper  names.  An  easy  and  effective  means  for 
doing  this  may  be  employed  in  connection  with  a  reading  exer- 
cise, and  each  pupil  can  learn  to  recognize  and  to  read  the  names 
of  others. 

Every  member  of  the  class  holds  some  object  so  that  it  may 
be  seen  by  all,  while  each  in  turn  is  called  upon  to  tell  what  his 
right-hand  or  left-hand  neighbor  has.  As  the  statements  are. 
made,  they  are  written  :  — 

Edith  has  a  fan. 
Frank  has  a  knife. 
Emma  has  a 

Alice  has  a 

Eoy  has  a  leaf,  etc. 


22  PREPARATION  AT  SCHOOL. 

The  author  of  the  first  sentence  is  asked  to  read  it.  Oscar 
reads,  "Edith  has  a  fan."  Ralph,  who  gave  the  next,  reads, 
"  Frank  has  a  knife."  As  soon  as  all  have  been  read,  an 
exchange  of  objects  takes  place.  The  teacher  erases  the  word 
leafy  and  asks,  "  What  shall  I  write  here  ?  "  Roy,  who  now  has 
the  knife,  gives  the  word  which  shall  be  written  in  his  sentence. 

Roy  has  a  knife. 

Or  perhaps  Emma's  name  is  erased,  and  the  question  is  asked, 
"Whose  name  shall  be  written  here?  Who  has  the  feather  ?" 
Sara  has  it,  and  her  name  is  placed  at  the  beginning  of  that 
sentence. 

Sara  lias  a 


SECTION   XII. 
ADJECTIVES. 

While  speaking  of  an  object,  the  pupils  will  not  fail  to  notice 
some  of  the  qualities  belonging  to  it.  They  must  hear  and  learn 
the  proper  words  to  express  these  qualities.  Most  children  have 
a  limited  number  of  adjectives,  which  they  use  indiscriminately. 
To  avoid  the  too  frequent  use  of  these,  and  to  lead  the  child  to 
form  the  habit  of  careful  selection,  some  new  words  are  gradually 
introduced  into  the  conversation  lessons.  In  early  work  only 
one  modifying  word  is  required,  but  as  the  pupil  advances  he 
must  be  encouraged  to  use  more  than  one  in  a  sentence. 


VERBS.  23 

Attention  should  be  given  to  teaching  adjectives  of  form, 
color,  and  extent,  since  these  belong  to  all  objects  which  the 
child  sees  or  handles. 

When  the  pupil  has  learned  to  use  an  adjective  in  conversa- 
tion, it  is  to  be  shown  in  the  script  lesson.  The  use  of  adjectives 
in  the  reading  lesson  not  only  serves  to  give  variety,  but  likewise 
lengthens  the  sentences,  so  that  the  eye  may  be  trained  to  see 
more  words  at  a  glance. 

This  is  a  round  leaf. 
Roy  lias  a  red  cherry. 

I  have  a  long 


SECTION   XIII. 

VERBS. 

To  make  the  complete  sentences  which  are  required,  the  pupil 
must  make  use  of  verbs.  In  the  first  part  of  the  Reading  Book 
are  found  the  words,  have,  be,  see,  run,  jump,  hop,  play,  spin,  get, 
and  others,  which  the  child  uses  when  speaking  of  himself  or  of 
his  mates.  He  will  readily  learn  to  recognize  forms  of  these 
verbs  as  they  are  used  in  connection  with  pronouns  or  proper 
names.  The  teacher  says,  "  If  you  wish  to  go  very  quickly  from 
your  home  to  the  schoolhouse,  how  can  you  do  so  ?  If  I  wish 


24  PREPARATION  AT  SCHOOL. 

you  to  be  at  the  opposite  side  of  the  room  in  the  least  possible 
time,  how  will  you  get  there  ?  Let  mt  see  you  run ;  then  come 
back  to  the  blackboard  and  tell  me  who  can  run  across  the  room. 
I  will  write  the  names." 

Frank  can  run. 
Kalph  can  run. 
Sara  can  run,  etc. 

When  all  are  written,  Frank  is  called  upon  to  read  the  first 
sentence,  Ralph  to  read  the  second,  and  so  on,  until  everybody 
has  read  a  sentence,  beginning  with  his  or  her  name.  Then 
some  of  the  sentences  may  be  changed  by  substituting  the 
pronoun  /  for  the  proper  name,  while  those  which  remain 
unchanged  are  to  be  read  by  some  member  of  the  class  selected 
by  the  one  whose  name  is  used  at  the  beginning. 

At  the  next  lesson  the  teacher  says,  "  You  can  run ;  tell  me 
something  else  you  can  do." 

I  can  jump. 
I  will  write. 
Roy  can  jump. 

"Let  me  see  you  place  your  feet  close  together  and  jump 
high.  Who  can  jump  highest?  Who  makes  the  least  noise?" 
Very  soon  these  two  action  words  may  be  put  into  a  single 
sentence,  — 


VERBS.  25 

Roy  can  run  and  jump. 
Frank  can  run  and  jump. 

For  seat  work  let  each  copy  the  sentence  containing  his  or  her 
name.  Afterwards  copy  it  and  substitute  the  pronoun  /  for  the 
name ;  copy  again  and  use  ive  instead  of  /;  or  take  two  names 
and  one  verb,  making, — 

Frank  and  Roy  can  run. 

Soon  the  pupils  may  have  their  full  name  placed  at  the 
beginning  of  the  sentences,  - 

Frank  E.  Jones  can  run. 

Let  the  names  of  animals  be  introduced  in  connection  with 

these  words :  — 

The  dog  can  run. 

can  run. 
The          >  can  jump. 

When  giving  words  expressing  action,  let  the  children  perform 
the  acts  if  practicable.  The  teacher  who  does  this  need  not  be 
criticised  for  permitting  too  much  play  in  the  school-room,  for 
this  is  not  play  for  mere  amusement,  but  for  a  purpose.  It  is  a 
means  employed  for  associating  the  word  with  the  idea  which  it 
symbolizes ;  if  this  association  is  made,  the  word  is  more  readily 
recognized. 


26  PREPARATION  AT  SCHOOL. 

While  performing  these  actions,  the  children  are  required  to 
be  quiet  and  not  boisterous  ;  thus  they  can  be  acquiring  lessons 
in  self-control. 


SECTION  XIV. 
PREPOSITIONS. 

When  a  few  objects  have  been  used,  and  their  names  are 
known,  the  children  will  like  to  arrange  them  in  different  posi- 
tions with  regard  to  one  another,  thus  making  it  necessary  to 
use  words  of  relation,  or  prepositions.  In  this  manner,  during 
the  first  weeks  of  the  pupil's  school  life,  he  is  having  practice  in 
the  use  of  such  words  as  are  needful  for  the  making  of  short, 
intelligible  sentences,  instead  of  learning  isolated  words  which 
do  not  convey  distinct  and  definite  ideas.  He  also  sees  these 
words  and  learns  to  recognize  their  script  forms. 

The  ring  is  near  the 

Frank  has  a  cherry  in  the  M      / 

The  pencil  is  on  the 

I  have  a  }W  under  the 


Up  to  this  time  only  a  few  words  in  script  have  been  given 
to  the  pupil,  but   they  are  of  such  a  character  that  a  great 


DISSIMILAR   SENTENCES.  27 

number  of  different  sentences  may  be  produced  by  them,  thus 
affording  abundant  practice  in  their  use,  at  the  same  time  making 
sufficient  variety  to  prevent  monotony.  While  the  few  familiar 
words  are  being  repeated,  there  is  a  slow  but  steady  addition  of 
new  words,  which  are  also  frequently  repeated.  In  this  manner 
his  vocabulary  is  continuously  increasing. 


SECTION  XV. 
DISSIMILAR    SENTENCES. 

Even  though  the  sentences  given  to  "  beginners "  are  very 
short  and  simple,  yet  one  must  not  infer  that  it  is  needless  to 
spend  some  time  in  preparing  the  lessons  for  the  blackboard. 
There  are  many  dangers  which  may  be  encountered  if  one  does 
not  foresee  and  provide  against  them.  If  the  same  sentence 
beginnings  are  used  throughout  one  lesson,  pupils  will  be  inclined 
to  form  a  habit  of  guessing  that  which  they  are  to  read. 

When  they  are  led  to  make  such  statements  as  these  :  — 

I  have  a  fan, 
I  have  a  r£^> 


I  have  a 

I  have  a  leaf,  etc., 


28  PREPARATION  AT  SCHOOL. 

it  may  sometimes  happen  that,  looking  at  the  pictures  of  the 
hat  and  the  key,  and  recognizing  the  words  fan  and  leaf,  they 
will  not  notice  the  other  parts  of  the  sentences,  and  yet  seem  to 
be  able  to  read  them.  It  is  best,  therefore,  after  they  have  been 
shown  more  than  one  phrase,  to  use  the  two  or  more  in  every 
lesson,  and  to  have  no  fixed  order  for  their  arrangement ;  then  a 
child  will  be  constrained  to  observe  the  entire  sentence,  and  there 
will  not  be  a  tendency  to  acquire  the  habit  of  guessing. 
A  lesson  may  be  arranged  in  this  manner  :  — 

Oscar  has  a  top. 
I  have  a  i  | 
This  is  a  leaf. 
I  have  a  fan,  etc. 

The  sentences  are  obtained  from  the  pupils  by  asking  such  ques- 
tions as  shall  demand  these  forms  of  expression  in  reply. 

The  teacher  gives  a  top  to  Oscar.  "  Those  who  can  tell 
what  Oscar  has  may  raise  the  hand.  Frank  may  tell,  and  I 
will  write  his  sentence.  Alice  will  tell  what  she  has.  John, 
what  is  this  ?  [putting  a  leaf  into  John's  hand].  What  have 
you,  Emma  ?  " 

If  these  and  similar  questions  are  answered  with  animation, 
and  in  a  natural  manner,  as  the  spontaneous  expression  of 
thought,  the  teacher  may  be  sure  that  she  has,  or  appears  to 
have,  sufficient  interest  in  the  lesson  to  stimulate  the  child's 


REVIEWS   ON  SIGHT-READING.  29 

mind  ;  she  has  a  personal  power  that  is  felt  by  the  pupil,  and 
causes  him  to  feel  interested  in  that  which  seems  to  interest 
herself.  Although  the  thoughts  expressed  in  these  sentences 
may  seem  to  be  trivial  matters  for  a  teacher,  yet  it  is  sometimes 
necessary  to  stimulate  an  interest  in  them  in  order  to  arouse 
the  pupils. 


SECTION  XVI. 

REVIEWS    OR    SIGHT-READING. 

When  pupils  have  had  a  few  exercises  in  which  they  have 
seen  their  expressions  written  on  the  blackboard,  or  have  been 
led  to  associate  the  written  with  the  spoken  sentence,  a  portion 
of  the  time  should  be  devoted  to  a  review  of  that  which  has 
been  shown  in  previous  lessons. 

Let  us  suppose  a  child  is  able  to  read  sentences  beginning 
with  This  is,  I  have,  I  can  see.  How  did  he  gain  the  power  to 
read  them  ? 

For  many  successive  days  the  conversations  were  so  directed 
that  he  made  use  of  these  phrases  whenever  they  could  be 
employed  to  express  thoughts.  His  expressions  were  given 
when  his  mind  had  been  stimulated  to  activity  by  questions  and 
remarks  from  others  in  the  class,  and  they  were,  to  him,  of  suffi- 
cient importance  to  claim  attention. 

Immediately  following  the  oral  lesson  he  saw  the  written 
forms  of  some  of  his  sentences  containing  the  phrases  in  connec- 
tion with  words  or  pictures.  These  furnished  the  material  for 


30  PREPARATION  AT  SCHOOL. 

oral  reading,  and  at  the  close  of  this  exercise  he  copied  state- 
ments which  had  been  made  either  by  himself  or  by  his  class- 
mates. This  transcript  he  was  required  to  read.  Thus  he  had 
manifold  practice  in  studying  again  and  again  these  few  word 
forms.  Is  he  now  able  to  recognize  some  of  these  sentences 
which  he  has  studied,  without  being  prepared  for  them  through 
the  medium  of  sound  ? 

In  the  review  they  are  to  be  presented  without  being  imme- 
diately preceded  by  oral  expression,  —  the  drawings  and  some 
remembered  words  serving  to  recall  the  thought. 

When  the  class  e.nters  upon  the  work  of  reviewing,  it  is  well 
to  introduce  the  repeated  sentences  towards  the  close  of  the 
exercise,  or  after  the  pupils'  minds  have  been  excited  by  seeing 
some  of  the  word  forms  in  other  expressions. 

The  teacher  says,  "  I  will  write  one  of  the  sentences  which 
you  read  yesterday.  If  you  can  tell  what  it  is,  you  may  raise 
your  hand/' 

Perhaps  there  are  .  some  in  the  class  who  are  not  able  to 
recognize  all  the  words.  Such  children  should  not  be  forced 
to  read  that  for  which  they  are  not  yet  qualified.  They  must 
have  more  practice  in  seeing  statements  which  are  written  imme- 
diately after  their  utterance.  There  will  be  others  in  the  class 
who  can  readily  recognize  and  read  the  sentence.  These  should 
be  allowed  to  do  so.  The  slower  ones  will  be  gaining  a  little 
every  day  until  they  too  can  read. 

Teachers  must  not  be  in  haste  to  have  their  pupils  take  this 
kind  of  review  work  before  they  are  prepared  for  it,  but  patiently 
await  the  time  when  the  power  to  recognize  form  is  more  fully 


THE    TEACHER'S    THOUGHT.  31 

developed.  Slow  and  careful  work  done  in  the  beginning  pre- 
pares a  good  foundation  for  accurate  and  rapid  work  in  the 
future. 

SECTION   XVII. 
THE  TEACHER'S  THOUGHT. 

Soon  after  the  child  is  able  to  read,  in  review,  three  or  four 
different  phrases  in  connection  with  object  words  or  pictures, 
the  teacher  wants  to  know  whether  he  can  recognize  the  words 
in  other  relations  than  those  in  which  he  has  already  seen 
them ;  whether  he  can  comprehend  a  thought  which  he  has 
not  already  heard;  whether  he  can  read  other  thoughts  than 
his  own. 

Since  the  time  he  began  an  unconscious  analysis  of  sentences 
by  noticing  the  combination  of  words  and  pictures,  he  has  been 
gradually  separating  the  words  from  one  another  and  observing 
their  differences.  As  yet  the  teacher  has  not  required  the  recog- 
nition of  disconnected  words,  but  as  soon  as  she  finds  that  in  the 
review  he  can  readily  recognize  and  read  several  sentences  which 
differ  from  one  another,  that  he  is  able  to  read  them  irrespective 
of  their  order  of  arrangement,  she  may  conclude  that  he  is 
beginning  to  have  some  distinct  and  definite  knowledge  of  the 
forms  of  words,  and  that  he  is  now  ready  to  take  another  step. 
He  is  ready  to  see  new  thoughts  expressed,  not  by  seeing  new 
words,  but  by  seeing  known  words  in  new  relations. 

If   the   words   are   fully  known,  the  child  will  be  able  to 


32  PREPARATION  AT  SCHOOL. 

recognize  them  in  whatever  sentences  they  may  be  used.  The 
advanced  step  is  taken  when  he  is  able  to  apprehend  the  thought 
of  another  person  by  means  of  its  script  representation.  This  is 
reading  or  getting  thought  from  written  words. 

As  it  is  desirable  for  pupils  to  have  different  arrangements  of 
sentences  in  order  that  they  shall  give  attention  to  each,  and 
shall  not  be  tempted  to  guess  their  meaning,  nor  to  memorize 
their  positions  and  thus  to  memorize  the  words ;  so,  when  the 
pupils  are  able  to  separate  a  sentence  into  its  parts,  they  should 
see  new  word  arrangements. 

By  transposing  the  words  of  a  statement  so  as  to  give  the 
interrogative  form  of  expression,  a  new  thought  may  be  given 
without  making  use  of  any  new  words. 

The  sentence,  "  This  is  a  fan,"  is  given  by  Roy  while  he  holds 
the  fan  in  his  hand.  It  is  written  on  the  blackboard ;  and  then 
the  teacher  takes  a  book  in  her  hand,  saying,  "I  will  write 
something,  and  see  how  many  can  read  it.  I  shall  begin  with 
this  part  of  Roy's  sentence  [pointing  to  the  word  is  and  writing 
Is~] ;  then  I  shall  take  this  part  [pointing  to  and  writing  this], 
and  finish  with,  a  fan  ? 

Is  this  a  fan? 

Who  can  read  it?  Who  can  ask  the  question?"  (The  book  is 
held  so  that  the  pupils  can  touch  it.)  If  the  words  in  Roy's 
sentence  are  known,  the  children  will  recognize  them  in  the 
interrogative  sentence.  They  will  think  out  the  meaning  of 
the  words  in  this  new  arrangement  and  have  no  difficulty  in 
asking  the  question.  If  they  cannot  easily  ask  it,  they  are  not 


THE    TEACHER'S    THOUGHT.  33 

quite  ready  to  separate  the  sentence  into  words,  and  the  trans- 
position must  be  delayed  a  while  till  they  have  gained  the  power 
to  discriminate. 

Sometimes  they  may  notice  the  capital  /  at  the  beginning  of 
the  sentence  and  think  Is  does  not  mean  the  same  as  is,  but 
having  confidence  in  the  teacher,  they  will  not  question  further 
if  she  says,  "It  is  the  same  word,  but  I  have  written  it"  differ- 
ently." ' 

The  greater  the  number  of  changes  that  can  be  made  in  the 
arrangement  of  the  few  words  known  by  the  children,  the  greater 
interest  they  will  have  while  making  the  necessary  number  of 
readings. 

Pupils  like  to  see  their  own  names  in  these  interrogative 
sentences.  Pronouns  also  can  be  used.  Thus  :  «• — 

Edith  can  see  a  hat. 
Can  Alice  see  a  hat? 

Can  you  see  a    vJ 
Has  Roy  a  top? 
Have  you  a 


Can  the    Ini   see 


34  PREPARATION  AT  SCHOOL. 

Do  you  see  the  ring,  Emma? 
Is  this 


is  a  \=* 


When  these  questions  are  read,  replies  may  be  given,  thus 
affording  opportunities  for  seeing  and  learning  the  words  yes 
and  no.  The  replies  will  incidentally  cause  many  repetitions 
of  nouns  and  pronouns. 

Can  you  see  a  cherry? 

/ 

No,  I  can  not  see  a  cherry. 

Has  Alice  a 
Yes,  she  has  a 


If,  without  assistance,  a  child  recognizes  the  thought  expressed 
"by  these  written  words,  then  he  has  learned  to  read  them. 
At  the  time  the  sentence,  — 

Is  this  a  fan? 

was  written  the  pupils  had  not  been  prepared  for  the  question 
by  hearing  the  oral  expression  ;  they  did  not  know  what  the 
teacher  was  to  write  ;  they  were  to  gain  the  significance  of  the 
sentence  from  their  knowledge  of  the  words  composing  it.  The 
ease  and  fluency  with  which  it  was  read  depended  upon  their 
prompt  recognition  of  the  word  forms. 


THE   FIRST  READING.  35 

SECTION    XVIII. 
THE    FIKST    READING. 

As  soon  as  the  child  has  learned  the  forms  of  a  few  of  the 
words  which  he  unconsciously  uses  in  his  utterances,  he  must  be 
given  practice  in  reading  these  words  as  used  by  anotner  for 
expressing  thought. 

For  his  earliest  lessons  in  reading  he  must  have  sentences 
constructed  by  his  teacher  and  not  those  taken  from  a  book, 
because  the  teacher  knows  just  what  words  and  what  arrange- 
ments have  been  studied,  and  she  can  present  that  which  he  is 
able  to  read  easily.  If  his  first  reading  consists  of  sentences 
from  a  book,  he  may  encounter  words  or  phrases  for  which  he 
is  not  prepared.  This  will  have  a  tendency  to  produce  that 
unpleasant  faltering  that  is  sometimes  heard  in  the  schoolroom. 
If  a  word  is  not  known,  he  will  pause  before  attempting  to 
pronounce  it,  and  this  hesitancy  soon  becomes  a  habit,  so  that 
his  oral  reading  is  not  agreeable.  To  be  obliged  to  pause  before 
words  because  they  are  not  readily  recognized,  will  prevent  a 
clear  and  full  understanding  of  what  is  read.  The  teacher  who 
knows  a  pupil's  vocabulary  does  not  make  the  mistake  of  pre- 
senting any  obstacles  before  he  has  had  considerable  practice  in 
reading.  She  allows  him  to  attempt  only  such  words  as  he  has 
seen  frequently  in  the  script  representations  of  his  own  thought 
expressions,  only  those  which  are  familiar.  He  needs  to  under- 
stand that  it  is  necessary  for  him  to  know  the  words  before  he 
can  know  the  thoughts  which  they  symbolize,  and  before  he  can 


36  PREPARATION  AT  SCHOOL. 

read  or  "  tell "  the  thought  to  another.  He  must  never  be 
allowed  to  read  or  "tell"  a  sentence  till  he  has  its  meaning. 

The  blackboard  affords  opportunities  for  presenting  the  many, 
many  sentences  which  the  child  requires  before  he  is  able  to  read 
from  a  book. 

The  teacher's  sentences  are  to  be  interspersed  through  all  the 
early  reading  lessons,  that  he  may  become  accustomed  to  seeing 
thoughts  for  which  he  has  not  been  prepared  by  sound. 

Presenting  sentences  in  this  manner  is  an  examination  to 
ascertain  whether  a  pupil  knows  the  combinations  he  has  seen, 
and  to  test  his  power  to  recognize  words  in  new  relations. 

SECTION  XIX. 
SILENT   BEADING. 

In  all  the  work  which  has  been  done  thus  far  to  prepare  the 
pupil  for  reading,  he  has  been  required  to  give  verbal  expression 
to  all  the  script  sentences  which  he  has  seen.  In  order  to  derive 
the  greatest  benefits  from  knowing  how  to  read,  he  should  be 
able  to  comprehend  thoughts  without  so  much  effort.  To  econ- 
omize time,  he  must  be  able  to  read  silently.  When  he  acquires 
this  power,  he  will  be  able  to  'glance  over  a  page  and  see  its 
significance  without  being  obliged  to  gain  the  thoughts  through 
the  pronunciation  of  words. 

A  child,  while  learning  to  recognize  word  forms,  and  while 
being  required  to  orally  pronounce  these  words  in  order  that  the 


SILENT  READING.  37 

teacher  may  ascertain  whether  he  knows  them,  should  also  have 
some  practice  in  silent  reading.  Silent  reading  must  have  a 
place  in  the  earliest  lessons  as  a  test  of  the  pupil's  ability  to  get 
thought  through  the  sense  of  sight. 

A  device  which  will  almost  always  secure  good  results  is  to 
have  either  the  teacher  or  some  pupil  point  to  one  of  the 
sentences  and  ask  some  one  to  make  it  true.  If  it  is,  — 

I  have  a  fan, 

a  child  makes  it  true  by  getting  a  fan.  This  device  cannot  be 
used  with  all  sentences.  Another  may  be  used  for  questions. 
Pointing  to  an  interrogative  sentence,  — 

Have  you  a  pencil? 

the  teacher  says,  "All  may  read  this,  and  when  you  know  what 
it  is,  think  an  answer  for  it."  The  pupils  read  and  think  an 
answer ;  then  the  hands  are  raised. 

"  Alice  may  tell  her  answer." 

"Yes,  I  have  a  pencil." 

"  Those  who  have  the  same  answer  will  drop  the  hand.  If 
some  one  has  a  different  answer,  we  shall  be  glad  to  hear  it." 

Can  you  see  a 

is  the  next  question  which  they  see  written,  and,  "  No,  I  cannot 
see  a  stool,  but  I  see  a  cup,"  is  the  reply  of  somebody  who  is 
able  to  read  it.  This  is  a  long  statement,  but  it  is  not  a  difficult 
one,  since  it  is  composed  of  familiar  words  ;  so  the  teacher  writes 


38  PREPARATION  AT  SCHOOL. 

this  answer  underneath  the   question,  using   drawings  for  the 
words  stool  and  cup. 

It  is  well  to  thus  present  both  long  and  short  sentences  in 
one  lesson. 

SECTION  XX. 

SUPPLEMENTAL    READING. 

As  soon  as  the  pupil  is  able  to  read  the  sentences  given  by 
the  teacher,  he  may  have  some  reading  in  addition  to  that  which 
he  sees  written  on  the  blackboard.  This  also  affords  more  prac- 
tice in  silent  reading.  The  first  supplemental  reading  is  furnished 
by  the  teacher,  who  knows  the  pupil's  vocabulary.  It  consists 
of  slips  of  paper,  upon  each  of  which  is  written  one  or  more  of 
the  sentences  which  have  been  read  in  some  previous  lesson. 
One  of  these  slips  is  given  to  each  pupil  in  the  class,  who,  when 
he  has  silently  read  the  sentences,  raises  his  hand.  Perchance 
some  one  has  a  sentence  which  he  cannot  read  ;  if  so,  it  is  written 
on  the  blackboard,  that  he  may  be  assisted  by  his  mates.  It 
sometimes  happens  that  if  a  child  observes  the  process  of  writing 
those  words  which  are  but  imperfectly  known,  they  will  come 
into  consciousness,  and  he  can  speak  them.  If,  however,  he 
cannot  recall  them  after  seeing  them  made  by  the  crayon,  some 
member  of  the  class  should  read  for  him. 

Day  after  day  the  new  sentences,  as  they  were  given  in  the 
lessons,  were  written  on  slips  of  paper.  These  have  been  accu- 
mulating ;  and  when  the  time  comes  for  the  pupils  to  read  with- 


SUMMARY.  39 

out  direct  assistance  from  the  teacher,  there  are  many  of  these 
papers  to  be  distributed.  On  them  there  may  be,  in  addition  to 
those  which  have  been  previously  written  on  the  blackboard, 
other  sentences  containing  words  and  pictures  which  the  children 
can  recognize. 

To  write  these  slips  is  not  a  hard  task  for  the  teacher ;  it  takes 
but  little  time  each  day,  and  they  afford  most  profitable  exercises 
for  the  pupils.  They  may  also  be  used  for  busy  work.  Let  each 
pupil  take  one  to  his  seat  to  copy,  and  afterwards  be  prepared  to 
read  his  transcript. 

SECTION  XXI. 

SUMMARY. 

On  the  preceding  pages  it  has  been  shown  what  kind  of 
exercises  are  necessary  before  a  child  is  able  to  read.  He  pre- 
pares to  recognize  the  thoughts  of  others,  by  first  learning  the 
script  form  of  those  words  which  he  uses  when  giving  utterance 
to  his  own  thoughts. 

The  words  which  have  the  greatest  significance  for  the  child 
are  most  easily  learned ;  therefore  the  first  sentences  which  he 
sees  should  be  his  own  expressions. 

It  has  been  shown  that  his  written  vocabulary  is  increased 
by  the  addition  of  those  words  which  he  uses  unconsciously  in 
his  speech.  In  most  instances  the  teacher  decides  when  and 
what. new  words  shall  be  presented  in  the  script  lesson,  and  then 
makes  opportunities  for  using  them. 


40  PREPARATION  AT  SCHOOL. 

It  has  been  shown  how  constructions  can  be  so  changed  as 
to  make  the  needful  repetitions  without  monotony,  and  at  the 
same  time  give  the  pupil  a  thought  for  which  he  has  not  had 
immediate  preparation. 

It  has  been  shown  how  reviews  may  be  given,  thus  allowing 
the  pupils  to  begin  early  to  practise  sight-reading.  This  is 
another  method  for  directing  the  attention  again  and  again, 
not  only  to  known  words,  but  also  to  some  of  those  which  are 
imperfectly  known,  and  which  must  be  seen  repeatedly  until 
they  are  recognized  readily. 

It  has  been  shown  how  supplemental  reading  may  be  pre- 
pared, and  its  use  begun  in  the  early  part  of  the  first  school  year, 
so  that  the  child  will  become  accustomed  to  read  short  selections 
in  script  and  print,  similar  to  those  which  will  be  furnished  for 
additional  reading  when  he  has  advanced  to  the  First  Reader. 
It  prepares  him  for  reading  other  matter  than  that  given  at  the 
class  recitation. 

Every  exercise  in  preparatory  reading  should  be  immediately 
preceded  by  a  conversation  or  talk  pertaining  to  the  lesson,  in 
order  to  fill  the  child's  mind  with  thoughts  of  the  subject  about 
which  he  is  to  read ;  then  the  words  expressing  these  thoughts 
will  be  more  easily  recognized.  He  will  also  be  better  prepared 
for  correct  pronunciation,  having  just  had  practice  in  pro- 
nouncing. 

Language  and  reading  are  intimately  connected  during  the 
preparatory  work,  thus  helping  the  child  to  gain  the  impression 
that  the  purpose  of  reading  is  to  interpret  thought. 


CHAPTER   III. 
FROM  SCRIPT   TO  PRINT. 


To  form  a  good  basis  for  future  work  in  reading  from  a  book, 
preparatory  exercises,  similar  to  those  which  have  been  suggested 
on  the  preceding  pages,  ought  to  occur  two  or  three  times  a  day, 
or  until  the  pupil  can  easily  read  sentences  containing  from  six 
to  sixteen  words,  and  until  he  has  a  script  vocabulary  of  about 
two  hundred  words. 

If  the  child  knows  the  written  forms  of  a  great  number  of 
words,  he  is  able  to  make  the  transition  from  script  to  print  with 
ease.  He  will  make  more  rapid  progress  in  his  book-reading 
than  if  he  is  forced  to  undertake  printed  forms  before  he  has 
acquired  the  power  to  read  much  in  script.  The  transition  from 
script  to  print  ought  to  be  made  so  easily  that  the  pupils  will  be 
no  more  affected  by  it  than  they  might  be  by  seeing  a  slight 
difference  between  two  .styles  of  chirography. 

Sometimes  teachers,  fearing  there  will  be  difficulties,  uncon- 
sciously give  the  same  idea  to  their  pupils,  and  thus  hinder  their 
progress.  A  teacher  would  make  a  great  mistake  by  saying  or 
doing  anything  that  would  lead  the  child  to  think  there  were 
any .  obstacles  to  prevent  the  ready  recognition  of  the  words. 
She  must  have  full  confidence  that  her  pupils  will  succeed. 

41 


42  FROM  SCRIPT   TO  PRINT. 

The  script  forms  of  the  words  composing  the  first  lessons  in 
print  must  be  so  well  known  that  the  pupils  are  able  to  recognize 
them  at  a  glance.  Before  they  are  shown  to  the  class,  however, 
the  children  are  led  to  make  use  of  them  in  the  talk  which  is 
to  prepare  for  the  reading  and  which  immediately  precedes  this 
exercise. 

Prepare  the  pupils  for  the  first  sentence  by  leading  some  of 
them  to  make  it  in  their  talk ;  then,  showing  the  chart  or  the 
page  of  the  book  on  which  it  is  printed,  ask  them  to  find  the 
sentence  which  they  have  just  spoken. 

The  teacher  who  has  justly  performed  the  work  of  preparing 
her  pupils,  may  rest  assured  that  she  will  not  be  disappointed  at 
this  time.  They  will  be  able  to  recognize  the  printed  forms  of 
all  words  whose  script  forms  are  known  to  them.  Words  that 
are  not  known  perfectly,  as  well  as  all  new  words,  must  be  taught 
as  before. 

The  pupils  have  in  their  script  lessons  been  able  to  read 
much  longer  sentences  than  are  to  be  found  in  the  first  part  of  a 
Primer  or  First  Reader.  The  writing  and  reading  of  such  must 
not  be  discontinued ;  but  now  these  may  be  said  to  come  more 
directly  under  the  subject  of  language  lessons,  and  to  occupy 
some  period  of  time  separate  from  that  allowed  for  reading.  A 
portion  of  the  time  allotted  for  reading  must  be  devoted  to  a 
talking  exercise  that  will  tend  specially  to  the  development  of 
the  thoughts  expressed  on  the  printed  page. 


DRAWING. 


DRAWING. 


THERE  is  little  doubt  that  drawing  is  becoming  the  strongest 
aid  in  teaching.  Already  it  is  a  recognized  power  in  the  geog- 
raphy, physiology,  and  history  classes,  and  is  rapidly  making  its 
way  into  all  departments.  This  work  is  designed  to  encourage 
the  application  of  drawing  in  the  reading  class,  and  to  show  how 
to  overcome  the  difficulties  of  its  introduction. 

The  eye  and  the  ear  are  the  most  ready  avenues  through 
which  knowledge  passes  to  the  mind.  They  are  the  complement 
of  each  other.  So  also  is  the  art  of  making  thought  visible  on  the 
blackboard  the  natural  complement  of  oral  teaching.  The  teacher 
who  can  add  to  her  power  of  teaching  orally  the  power  of  illus- 
trating her  work  on  the  blackboard,  by  means  of  simple  outline 
drawings,  doubles  her  efficiency.  Especially  is  this  true  in  the 
primary  department,  where  drawing  is  peculiarly  adapted  to 
the  work.  Here  the  intelligent  teacher  talks  with  chalk  in 
hand,  illustrating  as  she  proceeds.  A  child  is  all  eyes  and  ears. 
The  greater  part  of  his  information  comes  through  these.  To 
see  the  idea  drawn  on  the  blackboard  impresses  it  on  his 
mind  in  the  most  vivid  manner,  making  impressions  that  are 
indelible. 

45 


46  DRA  WING. 

By  the  use  of  drawing,  — 

(1)  Attention  is  gained  at  once,  interest  is  easily  awakened, 
and  oral  drill  made  more  effective. 

(2)  Accuracy  of  observation  is  cultivated,  the  eye  quickened 
and  rendered  incomparably  more  useful. 

(3)  The  hand  is  cultivated,  and  the  foundation  of  technical 
education  laid. 

(4)  The  knowledge  acquired  is  more  accurate. 

(5)  The  complicated  is  made  simple. 

(6)  The  work  of  the  class-room  is  broadened  and  enlarged. 

(7)  The  ability  to  seize  many  points,  and  at  the  same  time 
grasp  them  as  a  whole,  as  a  unit,  is  being  acquired. 

(8)  Another  means  of  expression  is  being  taught. 

(9)  An  art  of  permanent  use  in  every-day  life  is  being  ac- 
quired. 

(10)  A  mental  discipline   is   given  which  is  not  inferior  to 
that  of  any  other  study. 

Add  to  this  the  fact  that  drawing  is  a  fundamental  branch, 
and  the  basis  of  the  mechanical,  decorative,  plastic,  reproductive, 
and  productive  arts,  and  we  see  at  once  how  essential  it  becomes 
to  a  symmetrical  education  and  to  general  culture. 

HOW    TO    DRAW. 

All  may  learn  how  to  draw. 

You  can  learn  to  draw.  It  is  as  natural  for  you  to  draw  as 
it  was  for  you  to  learn  to  read  and  write,  and  the  process  of 
learning  is  the  same. 

You  may  not  be  a  great  mathematician,  still  you  have  learned 


HOW   TO   DRAW.  47 

to  cipher.  You  may  not  be  an  elegant  penman,  but  you  can 
write  well  enough  for  all  practical  purposes.  You  may  not  be  a 
fine  reader,  but  you  can  read  and  understand  what  you  read. 
And  so  in  drawing.  You  may  not  be  able  to  become  a  fine 
artist,  but  you  can  learn  to  draw  sufficiently  for  all  practical 
purposes  to  meet  the  wants  of  the  class-room,  to  put  simple 
drawings  on  the  blackboard  for  object  lessons  and  busy  work,  to 
illustrate  lesson  truths.  You  can  do  all  this  without  a  teacher, 
without  special  instruction,  and  do  it  with  your  class  work  in 
the  schoolroom.  In  one  year  you  may  become  quite  proficient 
in  this  work. 

The  whole  secret  of  learning  how  to  draw  is  to  draw.  You 
may  learn  rules  and  formulas ;  others  may  tell  you  what  to  do 
and  what  not  to  do  ;  but  sooner  or  later  you  will  come  back  to 
the  plain  fact,  that  to  learn  how  to  draw  you  must  draw.  And 
the  way  you  must  draw  is  to  put  into  it  the  same  amount  of 
perseverance,  energy,  and  thought  that  you  would  put  into  any 
other  branch  you  were  to  learn. 

Draw  every  day.  Prepare  and  introduce  a  drawing  in  some 
lesson  each  day,  and  at  the  end  of  the  year  you  will  be  surprised 
at  the  progress. 

Do  not  say,  "I  can't."  Do  not  say,  "It  is  not  natural." 
These  sayings  belong  to  the  last  century,  not  to  this.  Prove 
that  "you  can't"  and  "that  it  is  not  natural"  by  going  reso- 
lutely to  work,  following  the  simple  directions  given  below  for 
one  term,  and  be  convinced  that  you  can  draw,  and  that  it  is  as 
natural  for  you  to  do  so  as  it  was  to  learn  many  other  branches 
over  which  you  have  gained  the  mastery. 


48  DRA  WING. 

HOW    TO    PREPARE. 

The  central  idea  is  "  to  draw " ;  all  others  are  secondary. 
Methods,  rules,  formulas,  "musts,"  and  "must  nots,"  are  all 
subservient  to  this.  All  other  difficulties  will  solve  themselves 
if  you  will  keep  this  and  draw. 

These  simple  directions  are  all  that  are  needed :  - 

(1)  Choose  any  drawing  in  this  book  that  you  wish  to  use  in 
your  work  during  the  day.  (2)  Draw  it  carefully  on  paper  with 
a  lead  pencil.  (3)  Draw  it  from  memory  on  paper.  If  you 
cannot  do  this  by  copying  it  once,  copy  the  second,  and  even 
the  third  time.'  (4)  Draw  it  from  memory  on  the  blackboard. 
(5)  Use  it  in  the  class. 

Do  this  each  day,  and  in  one  year  you  will  have  drawn  all 
the  illustrations  in  the  book. 

You  must  expect  failures  and  discouragements,  especially  at 
first,  but  do  not  give  up,  —  work  resolutely  until  you  have 
gained  confidence  in  yourself.  The  more  you  draw,  the  easier 
and  plainer  the  way  appears,  until  the  art  becomes  an  easy  and 
pleasant  means  of  expression,  a  profitable  source  of  knowledge, 
and  a  most  effective  aid  in  teaching. 

ILLUSTRATIONS. 

The  illustrations  in  this  book  are  designed  in  the  most 
simple  manner  and  are  drawn  with  the  least  number  of  lines 
necessary  to  express  the  idea  and  in  such  a  manner  that  if  an 
attempt  is  made  to  copy  them,  the  right  way  will  be  chosen 
naturally. 


ILL  US  TR  A  Tl  ONS.  49 

The  drawings  are  so  simple  that  no  special  directions  are 
necessary  to  show  how  to  reproduce  them.  They  are  axioms. 

Perspective  has  been  eliminated  almost  entirely,  thus  making 
the  drawing  still  more  simple. 

These  drawings  may  be  used  for  busy  work,  object  lessons, 
and  many  of  them  are  adapted  to  "  stick-laying." 

They  are  divided  into  — 

(1)  Things  seen  at  home. 

(2)  Things  seen  outside  the  schoolroom. 

(3)  The  vegetable  kingdom. 

(4)  The  animal  kingdom. 

(5)  Things  seen  about  people. 

(6)  Illustrations  expressing  action. 

All  of  these  drawings  once  learned  may  be  placed  on  the  black- 
board with  little  or  no  interruption  to  the  class  work.  Even  if 
more  time  than  is  thought  practical  is  consumed  in  placing  the 
drawing  on  the  board,  it  is  time  far  from  being  lost.  One  of  the 
strongest  powers  of  the  child  is  perception.  Drawing  a  picture 
arouses  curiosity,  and  with  it  the  avenues  to  the  mind  are  opened 
wide.  With  each  stroke  of  the  crayon  the  child  grows  as  does- 
the  drawing. 


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XV II 1 1 


NEW  ENGLAND  BUREAU  OF  EDUCATION 

ROOM  5,  No.  3  SOMERSET  STREET,  BOSTON,  MASS. 


THIS    Bureau    is  the   oldest    in    New    England,    and    has  gained    a   national 
reputation.      We   are   constantly    receiving   calls   for   teachers   of    every 
grade,   and  from  every   State  and   Territory   and  from   abroad. 

During  the  administration  of  its  present  Manager,  he 'has  secured  to  its 
members,  in  salaries,  an  aggregate  of  $1,000,000,  and  $30,000  during 
the  month  of  August,  1891,  and  calls  for  teachers  have  never  been  so 
numerous  as  during  the  current  year. 


TESTIMONIALS. 

From  R.  M.  JONES,  Head  Master  William  Penn  Charter  School,  Philadelphia.  —  HIRAM 
ORCUTT,  LL.D. :  My  Dear  Sir, — There  has  always  been  one  field  of  usefulness  unoccupied,  so 
far  as  my  knowledge  extends,  by  any  educational  bureau  in  this  country ;  namely,  that  of  assist- 
ing capable  and  ambitious  teachers  already  at  work  to  better  their  condition,  by  bringing  them 
into  correspondence  with  employers  ready  to  offer  them  better  work  and  better  wages.  I  have 
reason  to  know  that  you  have  successfully  occupied  this  field,  and  I  congratulate  you  and  the 
better  class  of  American  teachers  upon  the  fact. 

From  Supt.  A.  P.  STONE,  Springfield,  Mass.  —  We  have  obtained  several  teachers  from  the 
New  England  Bureau  of  Education  for  the  schools  of  this  city,  all  of  whom  have  proved  highly 
satisfactory.  We  have  always  found  there  a  good  list  of  well-educated  and  experienced  teachers 
to  select  from,  and  the  representations  made  to  us  concerning  the  candidates  have  been  in  every 
case  full,  reliable,  and  true.  Much  time  has  been  saved  by  seeking  teachers  through  the  bureau. 

From  C.  E.  BLAKE,  Prof,  of  Classics,  French  Protestant  College,  Springfield,  Mass.  —  DR. 
ORCUTT  :  I  want  to  tell  you  how  much  pleased  I  am  with  your  method  of  conducting  your  busi- 
ness. I  have  been  surprised  at  your  resources  and  ability  to  assist  reliable  teachers.  I  have 
seen  enough  of  your  management  to  convince  me  that  you  are  one  of  the  few  upon  whom  the 
teachers  and  school  officers  can  rely  every  time. 

From  Hon.  JOHN  EATON,  Pres.  Marietta  College,  and  for  16  years  U.  S.  Com.  of  Education.  — 
From  my  knowledge  of  DR.  HIRAM  ORCUTT  I  should  not  expect  any  man  in  the  country  to  excel 
him  in  selecting  the  right  teacher  for  the  right  place. 


NO  CHARGES  TO  SCHOOL  OFFICERS  FOR  SERVICES  RENDERED. 

Teachers  who  desire  positions  of  preferment  should  lose  no  time  to  avail  themselves  of 
the  special  advantages  offered  by  this  Bureau. 

CIRCULARS  AND  FORMS  OF  APPLICATION  SENT  FREE. 
Address  or  call  upon 

HIRAM  ORCUTT,  Manager. 


THEY  TAKE   THE   LEAD. 


The  Journal  of  Education. 

A.  E.  WINSHIP,  Editor. 

Is  published  weekly  at  $2.50  a  year,  or  $1.25  for  six  months.  Many  of 
the  ablest  educators  in  the  country  are  regular  contributors  to  its  columns. 
It  has  a  large  amount  of  every-day,  practical  matter  for  teachers  of  all 
grades.  Its  departments  cover  every  branch  of  educational  work. 

A  Four-page  Supplement  to  the  JOURNAL  is  published  monthly,  con- 
taining the  New  York  State  Uniform  Examination  Questions  and  Answers. 

C      TRIAL  TRIP     ^  F°r  25  cents>  stamPs  taken,  we  will  send  you 

-JJ     the  JOURNAL  for  two  months,  postpaid. 

SAMPLE    COPY    FREE. 


The  American  Teacher. 

Is  a  Forty-page  Periodical,  published  monthly  at  $1.00  a  year.    It  is  ably 

iv 

A.  E.  WINSHIP  and  W.  E.  SHELDON, 

two  educators  of  large  experience,  and  is  without  doubt  the  most  popular 
monthly  educational  published,  having  a  large  circulation  in  every  State 
and  Territory.  It  is  popular  because  it  is  practical. 


SAMPLE    COPY    FREE. 


NEW    ENGLAND    PUBLISHING    COMPANY, 

3  SOMERSET  STREET,  BOSTON,  MASS. 


TEACHERS'   HELP   MANUALS. 


There  are  few  progressive  teachers  in  America  who  have  not  heard  of 
these  MANUALS.  There  is  a  novelty  and  freshness  about  them  which  has 
taken  the  teachers  by  storm.  Teachers  will  have  what  is  sure  to  help  them 
in  their  work,  and  the  immense  success  of  these  MANUALS  is  probably  due 
to  this  fact.  Every  page  reflects  new  ideas. 

1.  PRACTICAL   GRAMMAR.     500  Exercises.     Edited  by  SEYMOUR  EATON. 
Fifteenth  thousand.      Contains   over  five   hundred   (500)   exercises   adapted   to  all 
grades. 

2.  MANUAL  OF  CORRESPONDENCE.      Edited  by  SEYMOUR  EATON. 
Nineteenth  thousand.     A  complete  course  of  instruction  in-  social  and  business  corre- 
spondence, with  a  large  variety  of  forms  and  exercises. 

3.  MECHANICS'  ARITHMETIC.     By  W.  V.  WRIGHT,  B.A. 

Twelfth  thousand.    Contains  nearly  700  problems  in  practical  measurements  suitable 
for  beginners,  with  answers. 

4.  EASY  PROBLEMS  FOR  YOUNG  THINKERS.      Edited  by  SEYMOUR  EATON. 
Twelfth  thousand.      Contains  over  800  exercises  and  problems,  with  answers,  for 
review  work  in  the  lower  grammar  grades. 

5.  CATCH  QUESTIONS  IN  ARITHMETIC.      By  Rev.  A.  D.  CAPEL,  B.A. 
Tenth  thousand.      Contains  over  600  exercises  and  problems,  with  answers. 

6.  ONE  HUNDRED  LESSONS  IN  COMPOSITION.     By  W.  H.  HUSTON,  Toronto. 
This  book  contains  400  practical  exercises,  and  is  one  Of  the  most  valuable  works  on 
composition  ever  written. 

7.  MANUAL  OF  RHYMES,  SELECTIONS,  AND  PHRASES.     By  OSCAR  FAY  ADAMS. 

Teachers  of  all  grades  will  gladly  welcome  this  book  of  charming  selections.    It  meets 
a  great  need. 

8.  COMMON    SENSE   EXERCISES   IN   GEOGRAPHY.     By  SEYMOUR  EATON. 
Every  teacher  of  geography  will  be  delighted  with  this  Manual.      It  is  a  book  of 
EXERCISES  —  not  ordinary  questions  —  such  as  will  require  original  thinking  on  the 
part  of  both  teacher  and  pupil. 


Paper  Bindings 25  cents  each,  or  5  for  $1.00 

Special  Rates  to  Schools  ordering  quantities. 


NEW  ENGLAND  PUBLISHING  COMPANY,  3  Somerset  Street,  Boston,  Mass, 


BOOKS    FOR   TEACHERS. 


THE  ESSENTIALS  OF  GEOGRAPHY.  Eastern  and  Western  Hemispheres  Complete. 
With  Perforated  Maps  for  Slate-Drawing.  By  G.  C.  FISHER,  Supt.  of  Schools  at 
Muskegon,  Mich.  One  of  the  best  aids  to  the  teaching  of  geography  ever  published. 
Price  :  with  Perforated  Maps,  60  cents  ;  without  Maps,  50  cents. 

SCHOOL  KEEPING:  HOW  TO  DO  IT.  By  HIRAM  ORCUTT,  LL.D.  Just  the  book  for 
young  teachers  who  desire  to  know  how  to  manage  the  schoolroom.  Cloth.  248  pages. 
Price,  75  cents. 

QUIZZISM  AND  ITS  KEY.  By  A.  P.  SOUTHWICK.  Six  hundred  interesting  and  impor- 
tant questions  answered.  Teachers  will  find  it  one  of  the  most  valuable  of  Daily  Helps 
in  the  schoolroom.  Cloth.  234  pages,  with  Index.  Price,  §1.00;  Paper,  50  cents. 

QUEER  QUESTIONS  AND  READY  REPLIES.  By  S.  GRANT  OLIPHANT.  Similar  in 
design  to  QUIZZISM.  Cloth.  Price,  75  cents. 

ACTS  AND  ANECDOTES  OF  AUTHORS.  By  CHARLES  M.  BARROWS.  Cloth.  500 
pages.  Price,  $1.50. 

SONGS  OF  HISTORY.  Second  Edition.  Poems  and  Ballads  upon  Important  Episodes 
in  American  History.  By  HEZEKIAH  BUTTERWORTH.  Cloth.  Gilt  top.  Price,  §1.00. 

TEACHERS'  MANUAL  IN  ARITHMETIC.      For  Primary  Grades.     By  G.  C.  FISHER, 

Supt.  of  Schools,  Muskegon,  Mich.    This  book  is  meeting  with  universal  favor  wherever 
introduced.     Price,  40  cents. 

MANUAL  OF  GYMNASTICS.  Revised  and  enlarged  edition.  Already  in  use  in  thou- 
sands of  schools.  Price,  25  cents. 

RECREATION  QUERIES  IN  UNITED  STATES  HISTORY.     By  Prof.  C.  L.  GRDBER, 

State  Normal  School,  Kutztown,  Pa.     Cloth.     Price,  75  cents. 

EXERCISES  FOR  WASHINGTON'S  BIRTHDAY.  By  WARREN  WINTHROP.  Paper. 
Price,  25  cents. 

EXERCISES  ON  THE  AMERICAN  FLAG.     By  WARREN  WINTHROP.     Paper.     Price, 

20  cents. 

EXERCISES  FOR  ARBOR  DAY.     By  ANNIE  J.  WILLIS.     Paper.     Price,  25  cents. 
NATIVE  TREES.     By  L.  W.  RUSSELL.    Paper.     Price,  30  cents. 

GYMNASTIC  CARDS  OF  THE  LING  SYSTEM.  By  F.  A.  MORSE.  Per  package, 
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JUL  19  194<] 

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